Ogelman, Hülya GülayKoyutürk Koçer, Nazife2025-03-232025-03-2320242687-25282687-2528https://hdl.handle.net/11486/2391The purpose of the study is to examine the opinions of preschool period children about three situations they encounter in peer relationships (when a peer they invite to the play doesn’t want to play with them, when they want to join the play of other peers playing, sharing the play materials). The study group consists of 5-6 years old 375 children with normal development. The Personal Information Form and the WALLY Social Problem-Solving Scale were used as the data collection tools of the research. When the findings are considered, it was observed that children gave various answers referring to effective and ineffective strategies. The children developed 17 strategies concerning the refusal of their play invitations. With respect to gender, it was observed that girl children developed 15 and boy children developed 13 strategies. The children developed 11 strategies about being included in a play. The children developed 17 strategies about sharing the play materials. According to the results, it was identified that children developed both positive and negative strategies related to the given peer situation. While the situations for which most number of strategies were developed for are about inviting to a game and sharing; the situations for which the least number of strategies were developed for are about being included in a game. Sharing is the situation for which the most number of negative strategies were developed about. The results underline teaching social problem-solving skills oriented to preschool period children.Arastirmanin amaci, okul öncesi dönem çocuklarinin akran iliskilerinde karsilastiklari üç durum (oyuna davet ettigi bir akraninin onunla oynamak istememesi, oyun oynayan diger akranlarinin oyununa dâhil olmak isteme, oyun materyalini paylasma) ile ilgili görüslerinin ele alinmasidir. Çalisma grubunda, normal gelisim özelligi gösteren 5-6 yas grubundan 375 çocuk yer almaktadir. Arastirmada veri toplama araci olarak Kisisel Bilgi Formu ile WALLY Sosyal Problem Çözme Ölçegi kullanilmistir. Bulgular incelendiginde, çocuklarin etkili ve etkili olmayan stratejiler olmak üzere çesitli cevaplar verdikleri ortaya konulmustur. Çocuklar oyun davetlerinin reddedilmesine yönelik 17 strateji gelistirmistir. Cinsiyetlere göre kizlarin 15, erkeklerin 13 strateji gelistirdigi belirlenmistir. Çocuklar oyuna dâhil olmaya yönelik 11 strateji gelistirmistir. Çocuklar, oyun materyalini paylasmaya yönelik 17 strateji gelistirmistir. Sonuçlara bakildiginda, çocuklarin verilen akran durumu karsisinda olumlu ve olumsuz stratejiler gelistirdikleri belirlenmistir. En çok strateji gelistirilen durumlar oyuna davet etme ve paylasma ile ilgili olurken, en az strateji oyuna dâhil olma durumuna aittir. En çok olumsuz strateji gelistirilen durum, paylasmaya iliskindir. Sonuçlar, okul öncesi dönem çocuklarina sosyal problem çözme becerilerinin ögretilmesine dikkat çekmektedir.trinfo:eu-repo/semantics/openAccessPeer InteractionsPeer RelationsPreschool PeriodSocial Problem SolvingPlayArticle61183710.35452/caless.1480047https://doi.org/10.35452/caless.1480047